<h1>Questions in the questionnaire</h1>

<p><b><u>What themes should I include in the questionnaire?</u></b></p>

<p>To ensure the validity of a test is a prerequisite that the questions be a representative sample of the entire syllabus taught.</p>
<p>If one or more parts of the course have had a role markedly higher during the course, is unacceptable that so take the questionnaire, and not ask too much about issues that have been treated superficially.</p>
<p>To illustrate the importance of this aspect, say an extreme example:
   <ul>Student A thoroughly prepares only the first five themes of a ten course, all equivalent in size and importance. </ul>
   <ul>Meanwhile, the B does the same with only the last five. The rest have no idea.</ul>
   <ul>A third student, C, who has thoroughly studied the whole subject.</ul>
<p>Well, assuming that the test includes questions only the last five issues, student B, who does not know 50% of the agenda, gets a "10", the same note as C, which does control the subject. Student A, who has carried out the same effort as B, get a "0".</p>
<p>Should have done a good sampling of all subjects, the results had been adjusted over the true knowledge of the students, the test had discriminated better: 5 for A and B; 10 only for C.</p>
